Control of innovation activity in doe. Organization of innovation activities in dow

On January 1, 2014, with the exception of certain provisions, the Federal Law of April 5, 2013 No. 44-FZ “On the contract system in the field of procurement of goods, works, services to meet state and municipal needs” came into force (hereinafter - Law No. 44-FZ) . From this moment, the Federal Law of July 21, 2005 No. 94-FZ "On placing orders for the supply of goods, performance of work, provision of services for state and municipal needs" (hereinafter - Law No. 94-FZ) was terminated.

The new law introduced key amendments to significantly change the rules by which the work will be carried out, regulation in kindergartens, both at the expense of subsidies for the implementation of the state (municipal) task, and at the expense of funds from other sources. Also, in accordance with the law that has entered into force, all public procurements are now.

Law No. 44-FZ should make the public procurement process in kindergarten - from planning to acceptance and analysis of contract results - more transparent, efficient and less corrupt.

The main difference between Law No. 44-FZ and No. 94-FZ is enshrined in Art. 1 of Law No. 44-FZ, which defines the scope of its regulation:

public procurement planning in preschool educational institutions;
determination of suppliers (contractors, performers);
conclusion of a civil law contract, the subject of which is the supply of goods, the performance of work, the provision of services (including the acquisition of real estate or the lease of property);
features of execution of contracts;
monitoring the acquisition of goods, works, services;
audit in the field of acquisition of goods, works, services;
control over compliance with the legislation of the Russian Federation and other regulatory legal acts on the contract system in the field of public procurement in kindergartens and other institutions to ensure municipal and state needs.

Law No. 94-FZ regulates only the scope of placing orders for public procurement in kindergarten.

The new law on public procurement in kindergarten includes eight chapters:

General provisions.
Planning.
Making purchases.
Monitoring of purchases and audit in the field of procurement.
Purchase control.
Appeal against actions (inaction) of a customer, an authorized body, an authorized institution, a specialized organization, a commission for the implementation of purchases, its members, an official of a contract service, a contract manager, an operator of an electronic site.
Features of the implementation of certain types of purchases.
Final provisions.

We will not consider each of them in detail, we will focus only on the main points that heads of educational organizations need to take into account when making public procurements in kindergarten in 2014.

Features of purchases carried out by a budgetary institution

First of all, let us pay attention to the fact that the wording of Law No. 94-FZ “placement of orders for the supply of goods, performance of work, provision of services for the needs of customers” in Law No. 44-FZ is replaced by the wording “purchase of goods, work, services to provide state or municipal needs.

P. 3 Art. 3 of Law No. 44-FZ, the acquisition of goods, work, services to meet state or municipal needs is a set of actions that are performed in a given order by the customer and are focused on the implementation of municipal or state needs. The purchase starts with the fact that a supplier (contractor, performer) is selected, and ends after the parties to the contract fulfill their obligations.

If at the legislative level the placement of an announcement on the implementation of public procurement in a PEI or the creation of an invitation to participate in the selection of a supplier (contractor, performer) is not provided for, the purchase begins with the preparation of the contract, and ends after the fulfillment of obligations by all parties to the contract.

The contract system in the field of public procurement in kindergarten is based on the following principles:

openness, transparency;
ensuring competition;
professionalism of the customer;
stimulation of innovations;
responsibility for the effectiveness of
state and municipal needs;
acquisition efficiency, etc.

In Laws No. 94-FZ and No. 44-FZ, an educational organization in the public sector is a customer. P. 7 Art. 3 refers to a municipal or state customer, or a budgetary organization that makes a purchase as a customer.

It is important for the administration of the preschool educational institution to follow the norm of Part 6 of Art. 15 of Law No. 44-FZ, which states that if, in accordance with the regulatory legal acts in force in budgetary legal relations, state bodies, local governments, management bodies of extrabudgetary funds, which are considered municipal or state customers, delegate duties and rights to public procurement in kindergarten and other organizations to autonomous and budgetary institutions free of charge, these institutions, within the framework of their powers, must purchase goods, services and works in accordance with the provisions specified in regulatory legal acts.

Thus, budgetary and autonomous institutions in this case act as municipal or state customers. Another important point: according to Part 2 of Art. 15 of Law No. 44-FZ, a budgetary institution receives the right to use the norms of the Federal Law of July 18, 2011 No. 223-FZ “On the Procurement of Goods, Works, Services by Certain Types of Legal Entities” (hereinafter - Law No. 223-FZ), though not always, but in the case of purchases at the expense of:

1) grants that are transferred to organizations, legal entities and citizens free of charge and irrevocably, including foreign legal entities and foreign citizens, to international organizations that have acquired the right to receive grants, subsidies (grants) that are provided from the budget system during competitions, unless otherwise provided;

2) funds, if the PDO acts as the executor of the agreement under the contract, when, on the basis of the contract, for the implementation of the contract by other persons to perform work, supply goods that are necessary to fulfill the obligations stipulated by the contract;

3) funds that were transferred for the implementation of activities that generate income.

It is possible for a budgetary educational institution to use this right, but a regulation on public procurement in kindergarten should be developed and adopted in accordance with the requirements established by Law No. 223-FZ.

If an institution wants to apply the legislation in relation to the above purchases from January 1, 2014, it must accept the regulation and publish it before this date, i.e. in 2013 on the official website of the Russian Federation to post information on placing orders for the supply of goods , performance of work, provision of services www.zakupki.gov.ru.

It should be especially noted that no matter what decision the institution makes - to apply the norms of Law No. 44-FZ or No. 223-FZ for public procurement in preschool educational institutions - it will not be possible to change it during the year. This is directly stated in part 3 of Art. fifteen.

Information support of the contract system of public procurement in kindergarten

Currently, educational organizations and educational authorities publish information on the placement of orders and the conclusion of contracts for public procurement in kindergarten on the website www.zakupki.gov.ru.

The normative act implies a special course of placing public procurement data in the public domain: Art. 4 provides for the formation of a unified information system. This system must guarantee:

1) formation, processing, storage and provision of data (including automated ones) to participants in the contract system in the field of public procurement in kindergartens;

2) control over the compliance of various kinds of information (which one is indicated in paragraph 2 of part 1 of article 4);

3) use of an enhanced unqualified electronic signature for signing electronic documents;

4) filing applications for participation in the determination of the supplier (contractor, performer) in the form of an electronic document, as well as opening access to such applications on the day and at the time specified in the notice of public procurement in kindergartens.

According to part 3 of Art. 4 a unified information system should contain:

1) public procurement plans in kindergartens and other institutions;

2) plans-schedules;

3) information on the implementation of procurement plans and schedules;

4) data on the parameters, prohibitions and restrictions for the admission of goods that are supplied from another country or a group of countries, services and works that are provided or performed by citizens of other countries, a list of foreign powers, groups of foreign powers that can be used for public procurement in children's gardens with which the Russian Federation has international agreements on the mutual application of national treatment when making purchases, as well as the conditions for applying such national treatment;

5) information on acquisitions, on the execution of contracts;

6) register of contracts concluded by customers;

7) a register of unscrupulous suppliers (contractors, performers);

8) a library of standard contracts, standard conditions of contracts;

9) register of bank guarantees;

10) register of complaints, scheduled and unscheduled inspections, their results and orders issued;

11) a list of international financial organizations established in accordance with international agreements to which the Russian Federation is a party, as well as international financial organizations with which the Russian Federation has concluded international agreements;

12) results of monitoring and audit in the field of purchases, as well as control in the field of acquisition;

13) customer reports;

14) catalogs of goods, works, services to meet state and municipal needs;

15) normative legal acts regulating the relations specified in Part 1 of Art. one;

16) data on the prices of works, goods, services that are formed in market conditions necessary for the implementation of municipal or state needs, as well as requests for prices of works, goods and services that are placed by customers in accordance with Part 5 of Art. 22;

17) other data and documents that are placed in a single information system in accordance with Law No. 44-FZ and No. 223-FZ and regulations adopted jointly with it.

Subjects of the Russian Federation and municipalities have the right to create regional and municipal information systems in the field of acquisitions, integrated with a single information system. Uniform requirements for regional and municipal information systems in the field of public procurement in kindergartens and other institutions are established by the Government of the Russian Federation.

Law No. 44-FZ. Art. 4. Ch. 7, 8

Ch. 5 Art. 112 secures the right to install and use a single information system for the Government of the Russian Federation. Before being put into operation, the data that will be placed in the unified information system must be placed in the order established by the Government of the Russian Federation on the website www.zakupki.gov.ru.

Most of the norms on a unified information system will come into force on January 1, 2014. Clause 16, part 3, art. 4 will come into force on January 1, 2015.

Law No. 44-FZ introduces a new concept for educational organizations - acquisition planning. In other words, the legislator establishes a rule according to which all state and municipal public procurements in kindergartens and other institutions must be planned.

In accordance with Part 1 of Art. 16 public procurement planning in kindergartens should be carried out through:

1) purchase plans approved for the duration of the relevant budget;

2) schedules approved for a year.

Purchase plans will need to indicate the objectives of public procurement in kindergartens, the name and description of objects, the timing (frequency) of planned purchases, the amount of financial support and other information.

Schedules are turning into the basis for public procurement in kindergartens. From now on, the customer can purchase goods and services only if they are included in the schedule.

The public procurement plan in kindergartens and other institutions is created in the course of creating and reviewing projects of the budget system of the Russian Federation, taking into account the provisions of budget legislation. The plan is accepted for a period of 10 days after bringing to the municipal or state customer the scope of rights in monetary terms to accept and (or) fulfill obligations in accordance with the budget legislation of the Russian Federation.

According to part 13 of Art. 21 of the Law, the schedule can be changed in the event that changes were made to the public procurement plan in kindergartens, as well as in a number of other cases:

If the initial price of the contract, which is concluded with a single contractor (contractor, supplier) has been reduced or increased;
if the deadlines for fulfilling contractual obligations, the amount of the advance payment and payment were changed before the start of the purchase;
if the start date of the purchase and the principle of supplier selection have been changed, and the customer has canceled the purchases that are provided for by the schedule;
implementation of the decision taken by the customer as a result of the work carried out in accordance with Art. 20 of Law No. 44-FZ obligatory public discussion of purchases and not requiring amendments to the purchase plan;
in other cases, in accordance with the procedure for the formation, approval and maintenance of schedules, established by Parts 4 and 5 of Art. 21.

The requirements for mandatory planning of purchases will come into force on January 1, 2015, the requirement for purchases only in accordance with approved schedules - from January 1, 2016.

Justification of public procurement in kindergartens

In accordance with Law No. 44-FZ, the customer must justify each of his purchases. In the previous document regulating the public procurement process, customers had to justify only the initial (maximum) contract price for each public procurement in kindergartens.

According to Part 1 of Art. 18 of the Law, the rationale for acquisitions will be carried out during the formation of a purchase plan and a schedule. It consists in establishing the compliance of the planned acquisitions with the objectives of their implementation and the requirements of the legislation and other regulatory legal acts on the contract system.

The objectives of public procurement should be determined taking into account Art. 13. According to this article, public procurement in kindergartens is carried out to meet federal, regional and municipal needs, namely:

1) achievement of goals and implementation of measures provided for by state programs of the Russian Federation (including federal target programs, other documents of strategic and program-targeted planning of the Russian Federation), state programs of constituent entities of the Russian Federation (including regional target programs, other documents of strategic and programmatic -target planning of subjects of the Russian Federation), municipal programs;

2) the fulfillment of the international obligations of the Russian Federation, the implementation of interstate targeted programs in which the Russian Federation is a participant, with the exception of those executed in accordance with the state programs listed in the previous paragraph;

3) performance of the functions and powers of state bodies of the Russian Federation, management bodies of off-budget funds of the Russian Federation, state bodies of constituent entities of the Russian Federation, management bodies of territorial extra-budgetary funds, municipal bodies, with the exception of the functions and powers listed in the previous paragraphs.

In public procurement plans for kindergartens, it will be necessary to justify exactly how the object of public procurement will serve to achieve the objectives of the acquisition. In the schedules, it will be necessary to justify the initial (maximum) price of the contract and the method for determining the supplier (contractor, performer).

According to part 6 of Art. 18 of Law No. 44-FZ, if the purchase is found to be unreasonable during monitoring, audit and control in the field of purchases, the control bodies specified in paragraph 3 of part 1 of Art. 99, must issue an order to eliminate the identified violation and bring the perpetrators to administrative responsibility.

The requirement for mandatory justification of acquisitions will be introduced from January 1, 2015. Before this date, there is time to work in accordance with legislative norms and consciously approach the solution of this issue.

Justification of the initial (maximum) contract price in the field of public procurement in kindergartens

The concept of "initial (maximum) contract price" was also in Law No. 94-FZ. No. 44-FZ expands its scope - now it can be applied when concluding a contract with a single supplier.

Article 22 establishes five methods for determining the starting price:

1. The method of comparable market prices (market analysis) - is to establish the initial (maximum) price of the contract based on information about the market prices of identical goods, works, services planned for public procurement in kindergartens, or in their absence, homogeneous goods, works, services . This method is a priority for determining and justifying the initial (maximum) contract price.

2. Regulatory method - consists in calculating the initial (maximum) contract price based on the requirements for purchased goods, works, services established in accordance with Art. 19 if such requirements provide for the establishment of marginal prices for goods, works, services.

3. The tariff method is relevant when, according to the legislation of the Russian Federation, the cost of works, goods and services that are regulated by municipal legal acts and are subject to state regulation. In this case, the initial (maximum) cost of the contract is determined according to the tariff for works, goods and services.

4. Design and estimate method - provides for the allocation of the initial (maximum) contract price:

For the construction, reconstruction or overhaul of an object, based on project documentation in accordance with the construction, reconstruction, overhaul of a capital construction object on the basis of project documentation in accordance with the methods and standards (elemental estimated norms) of construction work and special construction work approved by the federal executive body executing the functions of developing state policy and legal regulation in the field of construction;

Carrying out work on the preservation of cultural heritage objects (monuments of history and culture) of the peoples of the Russian Federation, with the exception of scientific and methodological guidance, technical and author's supervision, on the basis of design documentation agreed in the manner established by the legislation of the Russian Federation for carrying out work on the preservation of cultural heritage objects and in in accordance with the restoration norms and rules approved by the federal executive body authorized by the Government of the Russian Federation in the field of state protection of cultural heritage sites.

5. Cost method - implies the allocation of the initial (maximum) cost of the contract, including the contract that was concluded with a single supplier (performers, contractor), as the sum of costs and others necessary to highlight the scope of profit. All direct and indirect costs for the purchase and sale of goods, services and works, expenses for transportation, storage, insurance and other expenses are taken into account. This method is relevant in the case when others cannot be applied.

The priority method for substantiating the initial (maximum) contract price is the method of comparing market prices (market analysis).

Establishment of a Commission for Public Procurement in Kindergarten

According to Art. 39 to determine suppliers (contractors, performers), with the exception of public procurement in kindergartens from a single supplier (contractor, performer), the customer must create a commission for the implementation of acquisitions.

Commissions can be:

competitive;
auction;
quotation;
on consideration of applications for participation in the request for proposals and final proposals;
unified, performing the functions of making acquisitions by holding tenders, auctions, requests for quotations, requests for proposals.

The auction, tender and unified commissions must have at least 5 members, while the quotation commission and the commission for consideration of applications for participation in the request for proposals and final proposals must have 3 or more people.

The commission for the execution of purchases can be entered by persons who have undergone professional retraining or advanced training in the direction of acquisitions, specialists who have knowledge that they relate to the objects of purchase.

Law No. 44-FZ. Art. 39. P. 5

According to Art. 40, the customer may involve other organizations to carry out

The rule enshrined in Art. 40, entitles the customer to engage a specialized organization to perform certain functions to determine the supplier (contractor, performer) on the basis of a contract. However, the customer must still create an acquisition committee, albeit with reduced functions.

Determination of suppliers (contractors, executors) during public procurement in kindergartens

In general, Law No. 44-FZ has significantly expanded the toolkit of competitive procedures available to the customer in comparison with No. 94-FZ.

Article 24 provides competitive methods for determining suppliers (contractors, performers):

competitions (open competition, competition with limited participation, two-stage competition, closed competition, closed competition with limited participation, closed two-stage competition);
auctions (electronic auction, closed auction);
request for quotations;
request for proposals.

A tender is a way of choosing a supplier (executor, contractor), during which the winner is considered to be the participant in the purchase who offered the most optimal terms of the contract.

An auction is a way to select a supplier (performer, contractor), during which the winner is the participant in public procurement in kindergartens, which offers the lowest contract price.

The list of reasons for purchasing from a single supplier (executor, contractor) is reduced, if the auction was declared invalid, the customer is obliged to re-purchase in full according to the simplified procedure before buying products from a single supplier.

The general rule implies that Law No. 44-FZ came into force in 2014. As an exception, the norms are accepted that relate to planning purchases, justification and introduction of an identification code, which entered into force in 2015, as well as the procedure for introducing a unified information system for purchases and a mandatory discussions of public purchases, monitoring and internal financial control, which became effective in 2016.

Regulations

Federal Law No. 44-FZ of 05.04.2013 “On the contract system in the field of procurement of goods, works, services to meet state and municipal needs”
Federal Law of July 18, 2011 No. 223-FZ “On the Procurement of Goods, Works, Services by Certain Types of Legal Entities”
Federal Law of July 21, 2005 No. 94-FZ “On placing orders for the supply of goods, performance of work, provision of services for state and municipal needs”

The purpose of innovation in preschool educational institutions is to improve the ability of the kindergarten pedagogical system to achieve qualitatively higher educational outcomes. New educational programs are designed to ensure the variability of the educational process, focused on the individuality of the child and the needs of his family. (New types, types and profiles of preschool educational institutions have been created, innovative transformations are becoming systemic.)

The introduction of innovations in the work of preschool educational institutions requires changes and updates in the organization of the methodological service. Professional competence is especially important, which is based on the personal and professional development of teachers and administration.

Organization of innovation activities in preschool educational institutions

The task of the head of a preschool institution is to create motivational conditions for the team to enter into innovative activities, taking into account the individual qualities of the participants in the innovation process, their professional level, psychological readiness for new types of activities, for additional pedagogical workload.

Some organizational points:

Creation of structural divisions - creative groups of teachers on problems.

The use of active forms of methodical work with the teaching staff (workshops, business games, pedagogical drawing rooms, modeling and analysis of problem situations).

Development of professional development programs for teachers, taking into account an individually differentiated approach to each educator to improve professional and methodological competence.

Information and methodological support for innovative activities of preschool educational institutions:

Creation of a database on advanced pedagogical experience regarding the topic of innovation and the priority direction of the preschool educational institution.

Providing teachers working on the introduction of new programs and technologies with differentiated reference and information material

Creation of a video library of methodological materials, open classes, exhibitions on project topics, etc.

The main forms of work with children and parents are:

game sessions (individual and group);

individual developmental classes;

consultations, workshops, trainings, business games, parent meetings;

exhibitions (game aids, literature);

holidays, entertainment, open viewing.

Benchmarks for child development take into account:

1. Sensory development

2. Development of movements

3. Development of speech

4. Musical development.

5. The process of adaptation of each child in the microclimate of the group (a map is filled out to observe changes in the behavior, mood, activity, communication of the pupil)

Some areas of innovation in preschool education:

Development of software and methodological support for innovative processes: Program for the development of preschool educational institutions, business plan, educational program, annual plan.

Development and implementation in practice of innovative collective and individual pedagogical projects.

Introduction of new forms of differentiation of special education: temporary speech therapy group, speech center.

Creation of a network of additional free educational and recreational services for pupils of preschool educational institutions: circles, studios, sections, etc.

Expansion of the range of educational services for children who do not attend preschool educational institutions: paid educational services, short stay groups for young children (adaptation, correctional and developmental), preschool training group for older preschoolers.

Creation of an advisory center for parents (legal representatives) and children with disabilities brought up in a family to ensure the unity and continuity of family and social education, providing psychological and pedagogical assistance to parents (legal representatives), supporting the comprehensive development of the personality of children who do not attend preschool educational institutions .

Implementation of innovative approaches to the physical culture and health-improving work of the preschool educational institution (health-playing, dynamic "hour", "hour" of motor creativity).

Social technologies for harmonization of child-parent relationships.

Scientific and methodological products of innovative activity - publication of methodological manuals and developments, placement of teachers' materials on Internet sites; participation in virtual problematic seminars, scientific and practical conferences, Internet communities, forums, teachers' councils.

The work of creative and problem groups, conducting master classes.

Informatization of the educational process: organizing the work of the site of the preschool educational institution, using the potential of media educational tools for the presentation of products of design and research activities, compiling databases, working with Internet resources, developing diagnostic tools, etc.

Transition to the financial independence of the institution, attraction of extrabudgetary funds, organization of paid educational services.

Examples of innovative activities in preschool educational institutions:

the method of game modeling in the interaction of the teacher and parents;

improving the skills of teachers;

search for new approaches in working with children and their parents;

monitoring the development of each child;

taking into account the characteristics of the child, individualization of the development of personal qualities;

introduction of health-saving technologies into the educational process;

formation of the foundations of safe life;

organization of environmental education for preschoolers;

optimization of interaction with the family (Monitoring of families on the upbringing and development of children, round tables, joint leisure and entertainment, newspaper publishing, creation of a mini-library, creation of a family club)

creation of the "Subject-developing space of the kindergarten"

"The subject-developing space of the kindergarten" includes the following components:

space for intellectual, social, aesthetic development - play corners in groups, a music room with a set of instruments and audio equipment; theater hall, video hall with a set of educational video cassettes. The ethnographic museum "Russian Izba" operates in the kindergarten, which has the status of a school museum, where preschoolers and schoolchildren get acquainted with the life, life and culture of the people of the Kama region. Classes in the computer-game complex (additional educational service) contribute to the mental development of children. Comparing modern technology with objects of culture and everyday life of the past, children get acquainted with the achievements of technical progress, the development of civilization;

space for physical development - health centers in groups, a gym, a swimming pool with a shower and a sauna, a sports ground;

environmental development space: a winter garden with a collection of plants from different climatic zones, an ecological mini-laboratory, a living corner, corners of nature in groups, as well as a kindergarten area with a corner of the forest, a garden, a vegetable garden, flower beds.

Classifying innovations according to their innovative potential, we consider
innovations as radical, i.e. basic; combinatorial, where various combinations are used; modifying, or improving, supplementing.
With regard to DOW, the concept of combinatorial innovations is used, since the possibilities of DOW are determined by its potential and are characterized by the following criteria:
the qualification composition of the team of teachers;
the availability and progressiveness of educational equipment;
the presence of a modern information base;
own methodological developments.

The main elements and indicators of the innovative potential of preschool educational institutions
The main elements of innovation potential are:
material and technical resources;
financial resources;
intellectual resources;
socio-psychological factors, etc.
Indicators of the innovative potential of preschool educational institutions:
scientific and technical potential (the number of employees with the highest ranks and categories, as well as the number of proposals for improving
pedagogical process per employee);
innovativeness of the control system in preschool educational institutions (forms of incentives,
involvement of senior management, the level of freedom afforded
participants in innovation activities).

Despite the fact that the innovative activity of teachers has a positive impact on the development of preschool education in general, and positive changes and initiatives are clearly visible that lead to the achievement of the modern quality of education for children in each preschool institution, an analysis of experimental practice shows that a number of problems remain unresolved. problems:

the problem of reproduction of innovations in the conditions of interaction between teachers of preschool educational institutions;

the problem of change, optimization of innovations, the ability to get rid of outdated, inappropriate in time;

adaptation of innovations to specific conditions, taking into account the specifics and capabilities of the preschool educational institution;

support of pedagogical initiative, its promotion.

Promising areas of work:

organization of network interaction of innovative preschool educational institutions, experimental sites and teacher-researchers, united by the proximity of innovative issues.

participation of preschool educational institutions and individual teachers who have successfully implemented their experimental programs in scientific and practical conferences, competitions, the release of teaching aids, scientific articles, including using the possibilities of electronic resources to organize the dissemination of innovative experience

creation of a data bank on priority areas of innovative activity in preschool educational institutions, the activities of innovative teachers, their theoretical and methodological developments using the capabilities of ICT

monitoring the process of developing professional competence, the innovative potential of teachers (during the year, responsible - deputy head of the preschool educational institution)

Management of the innovation process - management of the development of the team.

senior educator

Ushakova V.T.

To support the image of their preschool institution, pedagogical teams are involved in innovative activities, options for which are the introduction of new generation programs, the transition to a new economic mechanism, the opening of experimental pedagogical sites, and more.The need for innovation arises when there is a need to solve some problem, when a contradiction is created between the desire and the real result. Innovative preschools are usually said to be in development mode.

What can be the result of innovation? As a rule, this is an improvement in the characteristics of the components or the most educated system of the institution as a whole, namely: its financial, personnel, program, methodological, material and technical and other resource capabilities.The Philosophical Encyclopedic Dictionary definesdevelopment as changes directed, natural and necessary.

Consequently, changes in a developing preschool institution do not occur chaotically, but are predicted by the head on the basis of patterns and are aimed at achieving specific goals.

Innovation (innovation) - a complex process of creation, distribution, implementation and use of a new practical tool, method, concept, etc. - innovations to meet human

In general, under innovation processis understood as a complex activity for the creation (birth, development), development, use and dissemination of innovations.

The new can come in different forms:

fundamentally unknown innovation (absolute novelty);
conditional (relative) novelty;
"original" (not better, but different), formal name change, flirting with science;
inventive little things.

Types of innovations are also grouped according to the following grounds.

1. By influence on the educational process: - in the content of education; - in the forms, methods of the educational process; - in the management of the preschool educational institution.

2. In terms of the scale (volume) of transformations: - private, single, unrelated;
- modular (a complex of private, interconnected); - systemic (related to the entire preschool institution).

There are various reasons for innovation.
The main ones include the following:

1. The need to actively search for ways to solve the problems existing in preschool education.

2. The desire of teaching staff to improve the quality of services provided to the population, to make them more diverse and thereby preserve their kindergartens.

3. Imitation of other preschool institutions, teachers' intuition that innovations will improve the performance of the entire team.

4. The constant dissatisfaction of individual teachers with the results achieved, the firm intention to improve them. The need for involvement in a large, significant cause.

Every teaching staff has the right to innovate. But in this case, he must assume certain obligations for the preparation and organization of innovation, since children become the object of any pedagogical initiative.

The key task of the leader is to link innovation with the interests of the team. During the initial “do we need to innovate” discussions, it is important to provide an opportunity for tough discussions where hard-hitting opinions can be expressed honestly and openly, with preference given to statements that make concrete proposals and avoid value judgments. Discussing the innovative action plan, it is necessary to stimulate the sense of responsibility of each teacher for the overall result, a sincere desire to solve the problem.

The head must determine the prospects for the development of his institution, taking into account the social order of society and clearly formulate the goal of innovation. The goal should be clear and accepted by all participants in the pedagogical process. Therefore, it is important to determine specific tasks for each area: “What do we want to change in the content of the pedagogical process?”, “What goal did we set when organizing methodological work in preschool educational institutions?”, “How will we change the subject-developing environment?” etc. The leader builds a "tree of goals". Having introduced the team to him, he can conduct a survey “How do you feel about the proposed innovation?” with the following answers:

I consider useless;
2) there are doubts about the need to use;
3) there are doubts about the possibility of application;
4) there is interest;
5) there is confidence in its effectiveness and the need to use it in practice;
6) find it difficult to answer;
7) your answer.

The leader must take into account the individual qualities of the participants in the innovation process, their professional level, organizational skills, abilities, psychological readiness for new activities, for additional pedagogical workload.

1. The susceptibility of teachers to the new is the need for constant professional growth.Receptive to innovation teacher:

a) seeks to implement best practices in practice;
b) is constantly engaged in self-education;
c) is committed to certain of his ideas, which he develops in the course of his activity;
d) analyzes and reflects on the results of his teaching activities, cooperates with scientific consultants;
e) is able to predict their activities and plan them in the future.

At the stage of transition to innovative activity, it is important to take into account several circumstances, among which we include:

Analysis of own capabilities;

Analysis of similar processes organized in other institutions, their effectiveness;

Creation of psychological and pedagogical conditions for all participants in the educational process included in the experiment;

Prediction of exit paths (from the experimental process provided if something does not get

To analyze your own capabilities, you need to: analyze the material base of the preschool educational institution, determine the rating on the quality of educational services provided by parents, conduct a survey of employees to ascertain satisfaction with the management style, readiness for innovation, identify difficulties and shortcomings in the work of the institution, reflection of the head (ability to proactive management and etc.).

Analysis of similar processes organized in other institutions, their effectiveness. itwill allow you to find out what difficulties and problems the teaching staff had to overcome in organizing similar work. This is exactly the case when you need to learn from the mistakes of others, excluding negative aspects from educational practice. This will help to avoid undesirable phenomena that have already manifested themselves in someone else's experience, without creating a precedent for their duplication. The formation of teachers' personal and professional responsibility for the influence they have on the emerging personality of the child is an important condition for the success of innovative activity.

Creation of psychological and pedagogical conditions for all participants in the educational process included in the experiment.When organizing innovative activities, it is important to focus on the level of educational training of educators, take into account their professional interests, and study the state of motivational readiness to perceive new information. The need for this is determined by the feeling of psychological comfort of the specialists of the preschool institution, the perceived need to increase the level of professionalism.

For teachers working in the innovation mode, it is important to feel the support of the administration, to feel the trust and freedom of creativity. The processes of developing and mastering author's pedagogical innovations, which are of a exploratory nature, are often associated with a high degree of risk. At the same time, it is the activity of innovative teachers that forms the core of the innovative potential of a preschool institution and is the source of its development. Therefore, innovation processes of this type should be the object of special attention from the administration. Teachers-innovators have the right to count on a position of special favor, on material and moral stimulation of their activities.

It is necessary to think over the forms of control that should carry the functions inherent in it, i.e. identifying achievements in the work of the entire team and individual specialists, helping to find out the reasons for failures in work. Visits to groups by the head and senior educator, aimed primarily at studying and summarizing the experience of specialists working in groups in order to make it the property of the entire teaching staff; providing methodological support in the development of a new program;

Prediction of ways out of the experimental process, provided that something does not work out.Unfortunately, in practice there are cases when an interesting business started is not continued. The reasons can be very different: leaving the team of teachers, untimely methodological equipment of the educational process, termination of funding, and others. When contemplating innovation in pedagogical work, we must understand that we are responsible for the results of our pedagogical activity. They can be distant in time, and this further enhances the responsibility of the educator to the child.

After the completion of the preparatory phase, the team is included in the implementation of the adopted concept. It can be built as a series of stages: the first is the development of an organizational and pedagogical structure; the second - substantiation of the content and organization of the educational process; the third is updating the control system model.

Organizational and pedagogical structure of the educational institution,operating in an innovative mode, is undergoing major changes. Innovations upset the balance in the organization and allow some, as a rule, younger and more creative employees to come to the fore, while others, perhaps more experienced, but conservative, are forced to "make room" and take a less advantageous position than the one they are. occupied before.

The manager's analytical and prognostic position contributes to overcoming this negative phenomenon. It is important for every specialist to help find their rightful place in the developing innovation system. The organizational and pedagogical structure of a preschool institution is subject to certain transformations, in particular, a council of specialists and creative groups can be created, which will be given new functions that ensure the effective implementation of the ideas of the concept and the unification of the teaching staff.

Coordinating Council -a new organizational structure created by us in our own innovative practice. Its purpose is to coordinate experimental activities. At the meetings of the coordinating council, questions of the success of the experiment, the results of monitoring studies are discussed, and recommendations are developed.

Creative groupsare associations of the most highly qualified and creative specialists whose activities are aimed at local testing of programs, technologies, and more. In addition, they carry out an accompanying analysis of the effectiveness of innovations; formulate problems and proposals for their elimination.A design group is working in the kindergarten, the purpose of which is to create a developing environment in the kindergarten that ensures the harmonious, all-round development of the child, the effective use of all additional rooms for the development of the child.

Psychological-medical-pedagogical servicecarries out medical and psychological control over the conduct of various experiments in order to prevent the intellectual overload of pupils; identifies risk groups for issues of socio-pedagogical adaptation of children in need of correction; coordinates the activities of specialists working with children with developmental disabilities; responsible for creating conditions to ensure an individual pace of learning for children; connects the necessary psychological support and assistance to families in raising children.They are organized in kindergarten on the following topics: “Nursery is serious! On modern approaches to the organization of complex health-improving work with young children”, “Formation of children's health on the basis of its comprehensive study in dynamics” and others. The creation of such a service made it possible to organize individual support for the child and monitor the results of work.

At creating (or transforming) a control system modelone should rely on the position that activity is a creative process, the results of activity are of an individual creative nature, the regulation of professional relations is determined by a set of values and methods of activity. The need to develop individual skills and collective creativity of employees puts the administration of the institution in a situation of searching for a new management mechanism based on organizational, design, coordinating and controlling activities. The desire to give the management system a different direction is justified by the emergence of new qualitative characteristics both in the development of the child and in the development of specialists and the pedagogical system as a whole.

An important activity of the leader in the process of introducing innovations is the creation of conditions for the development of the personnel of a preschool educational institution:

Evaluation and selection of candidates for vacant positions;

Analysis of human resources and staffing needs;

Tracking the professional and socio-psychological adaptation of employees;

Planning and controlling the business career of employees;

Stimulating the activities of teachers (management of labor motivation);

Development of the team, its cohesion, organization;

Analysis and regulation of group and personal relationships, socio-psychological climate in the team, improvement of organizational culture;

Implementation of conflict management, prevention of their occurrence.

Therefore, it is important to create a new management mechanism that ensures self-development, growth of creative potential and self-expression of each member of the team, which, in turn, will be a positive factor in the process of formation and development of a successful personality of each child. The model of this management mechanism functions due to:

Improving the management structure based on the principles of democracy in personnel management, transparency in making managerial decisions, collegiality, a clear definition of the place and responsibilities of each specialist in the educational process of a preschool institution;

The introduction of the practice of transferring some highly qualified and professional educators to a regime of trust and self-control.

Practice shows that with the help of methodological seminars organized in kindergarten, it is possible to effectively solve a number of tasks that are difficult to achieve in traditional education: to form not only cognitive, but also professional motives and needs; to develop systemic thinking of a specialist, to teach collective mental and practical work, to form special skills and abilities of interaction, individual and joint decision-making. The method of analysis of practical situations has successfully proved itself. Knowledge is rather generalized and abstract. The practical activity of the teacher requires the transformation of this knowledge: they must be synthesized and combined around a specific practical problem and translated into the language of practical actions.

A monitoring program should become an integral part of innovation activity, allowing timely assessment of the results of teachers' innovation activity, making operational adjustments, if necessary. The monitoring program should ensure all parts of the pedagogical process: the quality of children's education, the quality of the pedagogical activity of educators, the quality of the material, technical and didactic equipment of the educational process.

Therefore, it is important to learn how to convince the team, to make it an ally in your endeavors. And for this you need to have your own pedagogical concept, understand the abundance of programs and benefits offered. An attempt to dismiss the "abstruse theory" and fill the exposed voids with considerations of common sense, that is, with common everyday ideas, reveals the futility of such an approach. The leader begins to rush about in search of stable ground, stray into different points of view and opinions (colleagues, management).

The success of any business is ultimately determined by two circumstances: the presence of a competent, uplifting personality of the leader and the values he transmits to teachers and children. An intense search for guidelines in the field of innovative development of an educational institution requires great patience, tact, erudition from the leader, awareness of his special mission, the ability to prompt teachers to think, instill a taste for analysis, and expand consciousness. But to impose one's worldview, and even more so the way of existence, the style of pedagogical activity, means to consider oneself an indisputable standard. In the art of management, you need the ability to look at yourself from the outside in order to clearly understand in what capacity people need you.

Update of methodological workcomes from the following qualitative positions:

1. Creative recycling of old work experience

2. Improving the existing work experience through the introduction of innovations

The key areas of methodological work are:

Development and scientific and methodological support of the processes of introducing the content of education, modernization of learning technology,

Providing methodological assistance in solving professional problems of educators;

Development and self-development of the professional skills of educators, taking into account the changes and characteristics of the municipal educational space.

Very important in successful work is the presence in the kindergarten of a development program and an educational program that allows you to build the educational process in the unity of education, upbringing and health protection.

The basic principle of improving methodological work is an individual approach and differentiation of its forms and content.

To this end, at the end of the school year, teachers fill outdiagnostic map of opportunities and difficulties,the analysis of which allows to outline the topics and methods of methodological work.

Various methodological forms of work are being developed in the kindergarten, including innovative ones aimed at improving the professional level of teachers.

Various active methods when conducting methodological activities: discussions, dialogues, teaching practical skills, solving pedagogical situations, solving pedagogical crossword puzzles. Various consultations are held: consultation-illustration, consultation-dialogue; various options for business games, problem games. A successful form of coverage of innovative approaches in preschool education was theinformation clubs. They addressed the following questions: “We are discussing pre-school education”, Ensuring a student-centered model of education as a condition for building a development trajectory for each child”, “Image of a preschool educational institution, Means of creating a positive image of a kindergarten”, “Ensuring the quality of preschool education”, “Research education in work with preschoolers.

This form of work with teachers justified itself aspedagogical piggy bank,which allows us not to miss new directions in preschool pedagogy, to enrich the pedagogical process of the kindergarten with developments.

The dissemination of innovative experience in kindergarten takes place through master classes, methodical exhibitions, creative reports, open events, self-presentations, creative living rooms.

The main conditions for the effectiveness of innovation activity:

1) consistency in methodical work with teaching staff on the development of their professional skills and abilities in pedagogical activity;

2) the teacher has a personal development plan that mobilizes his potential abilities;

3) constant analysis of successes and achievements in the work of teachers, creating a situation of success for the teacher, which leads to the development of business qualities, the emergence of a positive motive for improving oneself, one's business;

4) creating a creative atmosphere and combining the efforts of the entire teaching staff to build an educational space where everyone feels their importance;

5) the establishment of good, open relations, in which tension and fear of being misunderstood are removed; the discussion, rather than the denial of alternative views on a particular problem, is welcome; constructive study of conflicts;

6) holding open discussions on the problem of innovation, where everyone expresses their own point of view, but the decision is made collectively.

6. How to plan work

The selected goals and objectives must be agreed upon and approved by the majority of the team, realistic, adapted to new conditions, increase the level of motivation and stimulation, and provide control. When managing innovation processes in a preschool educational institution, taking into account the forecast of final results, the main part of these actions is discussed collectively. The largest innovation activities are developed by the group method.

Actions arising from the goals and objectives set should answer the questions: “What to achieve? What need to do?". The feasibility of measures needs to be constantly reviewed, both individually and collectively.

The organization of research activities by the teaching staff presupposes a mandatory reflection of what has been done, i.e. periodic evaluation, verification of the effectiveness of the results obtained. This usually comes in the form of reports, testing, etc.

Practice has shown that in such a discussion empty talk is excluded, and visibility helps to sum up at the end, draw conclusions about which of the phrases was popular, etc. The phrase “I have a question...” suggests that all written questions at the end of such a peer discussion must be answered by someone. Usually this is the organizer of research activities - a leader or a senior educator. These are the phrases I saw that .. I was surprised that I liked it. I have a question.

PEDAGOGICAL UNIVERSITY "SEPTEMBER FIRST"

K.Yu. WHITE

Preschool Educational Institution - Results Based Management

The purpose of this course is to assist students in understanding their own management experience and the system of methodical work with personnel, as well as the introduction into practice of the latest achievements in the field of management. At the heart of the preschool education management technology developed by P.I. Tretyakov and K.Yu. Belaya, lies the concept of results-based management proposed by Finnish authors (T. Santalainen et al.). This course will help the leader to draw up a development program for his preschool institution, taking into account the social order.
When managing by results, each participant in the pedagogical process should be able to link his participation in the common cause with the activities of other members of the team - this will be discussed in the lecture "Organizational Foundations of Effective Methodological Work".
The control function is an integral part of management activities. The author considers the features of building a system of intragarden control. Mastering the course of management allows you to move from a vertical command-administrative management system to a horizontal system of professional cooperation. The proposed course reveals the main management mechanisms that ensure the transition of a preschool institution from a functioning to a developing mode.

Curriculum of the course "Preschool educational institution - management by results"

Lecture No. 8
Management of Pedagogical Innovations in Preschool Education

Plan

1. Why there is a need for innovation.
2. What is innovation.
3. Organization of innovative activities in the preschool educational institution.
4. How to achieve a positive result.
5. The mechanism for stimulating innovation and the organizational readiness of the team for innovation.
6. How to stimulate work.

Literature

1. Belaya K.Yu. Innovative activity in the preschool educational institution. Toolkit. M.: Creative center "Sphere", 2004.

2. Belaya K.Yu. 300 answers to the questions of the head of the kindergarten. M., 2001.

3. Nemova N.V. Management of methodical work at school. M., 1999. (Library of the journal "Director of the School". Issue 7.)

4. Selevko G.K. Modern educational technologies: Textbook. M., 1998.

5. Tretyakov P.I., Belaya K.Yu. Preschool Educational Institution: Management by Results. M., 2003.

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1. Why there is a need for innovation

Teachers of preschool educational institutions have always been receptive to everything new. The development of general educational practice contributes to the manifestation of the creative, innovative potential of all employees of the preschool education system.

In this situation, professional competence is especially important, which is based on the personal and professional development of teachers and managers. The process of updating education is organized by people. Consequently, its design, launch and support will be the more effective, the more the organizers of innovation activity rely on the achievements of science and the needs of society.

At present, the sphere of innovation activity includes not individual preschool institutions and innovative teachers, but almost every preschool institution. Innovative transformations are becoming systemic. New types, types and profiles of preschool institutions, new educational programs have been created to ensure the variability of the educational process, focused on the individuality of the child and the needs of his family.

The need for innovation arises when there is a need to solve some problem, when a contradiction is created between the desire and the real result.

Innovative preschools are usually said to be in development mode.

The Philosophical Encyclopedic Dictionary defines development as changes directed, natural and necessary.

Consequently, changes in a developing preschool institution do not occur chaotically, but are predicted by the head on the basis of patterns and are aimed at achieving specific goals.

2. What is innovation

Innovative activity is a special kind of pedagogical activity.

Let us give some definitions of this concept.

The Modern Dictionary of Foreign Words (1993) treats innovation as innovation.

Innovation (innovation)- in the socio-psychological aspect - the creation and implementation of various types of innovations that generate significant changes in social practice. (Dictionary of practical psychologist. Minsk, 1998.)

New- first created or made, appeared or emerged recently, instead of the former, newly discovered, relating to the near past or to the present, insufficiently familiar, little known. ( Ozhegov S.I.. Dictionary of the Russian language. M., 1978.)

Innovation (innovation)- a complex process of creation, distribution, implementation and use of a new practical tool, method, concept, etc. - innovations to meet human needs. ( Polonsky V.M.. Scientific and pedagogical information: Dictionary-reference book. M., 1995.)

Innovation- a purposeful change that introduces new stable elements (innovations) into the implementation environment that cause the system to transition from one state to another. (Management of school development. M., 1995.)

Innovation is precisely a means (a new method, methodology, technology, curriculum, etc.), and innovation is the process of mastering this means.

In general, under innovation process is understood as a complex activity for the creation (birth, development), development, use and dissemination of innovations. (Management of school development. M., 1995.)

Process(promotion) - a set of consistent actions to achieve a result.

Participants in the innovation process should always remember that the new:

achieves recognition, makes his way with great difficulty;

is of a concrete historical nature and may be progressive for a certain period of time, but become obsolete at a later stage, even become a brake on development.

The new can come in different forms:

fundamentally unknown innovation (absolute novelty);

conditional (relative) novelty;

"original" (not better, but different), formal name change, flirting with science;

inventive little things.

Types of innovations are also grouped according to the following grounds.

1. By influence on the educational process:

2. By scale (volume) of transformations:

Private, single, unrelated;
- modular (a complex of private, interconnected);
- systemic (related to the entire preschool institution).

3. By innovative potential:

Improvement, rationalization, modification of what has an analogue or prototype (modification innovations);
- a new constructive combination of elements of existing methods that have not been previously used in a new combination (combinatorial innovations);
- radical innovations.

4. In relation to the previous:

The innovation is introduced instead of a specific, obsolete means (replacing innovation);
- termination of the use of the form of work, the abolition of the program, technology (cancelling innovation);
- development of a new type of service, a new program, technology (opening innovation);
- retrointroduction - the development of a new one at the moment, for the kindergarten team, but once already used in the system of preschool education and upbringing.

There are various reasons for innovation.
The main ones, in our opinion, are the following.

1. The need to actively search for ways to solve the problems existing in preschool education.

2. The desire of teaching staff to improve the quality of services provided to the population, to make them more diverse and thereby preserve their kindergartens.

3. Imitation of other preschool institutions, teachers' intuition that innovations will improve the performance of the entire team.

4. The constant dissatisfaction of individual teachers with the results achieved, the firm intention to improve them. The need for involvement in a large, significant cause.

5. The desire of recent graduates of pedagogical universities, students of advanced training courses to implement the acquired knowledge.

6. Increasing demands of certain groups of parents.

7. Competition between kindergartens.

3. Organization of innovative activities in preschool educational institutions

An analysis of the current practice in the activities of preschool institutions and their leaders working in an innovative mode revealed a number of problems: the lack of consistency and integrity of the implemented pedagogical innovations; insufficiency of scientific and methodological support of innovative processes, legal support of innovative activities of preschool institutions, which would help expand opportunities for creative search, protect the copyrights of innovators, and stimulate their innovative activity; lack of due examination of innovative educational projects of preschool institutions and monitoring of the quality and effectiveness of their implementation; the need to search for fundamentally new forms of interaction between research centers and innovation centers.

These problems cannot be solved overnight. It is necessary to train teachers and leaders who are able to competently carry out innovative activities and manage innovative processes in preschool education.

For example, a team wants to change the organization of work with children, using a new technology focused on the individual characteristics of the child. To do this, the leader acquires literature on this issue; organizes its study with teachers or makes an application to the institute for advanced training for the training of their teachers, etc.

1) I consider it useless;
2) there are doubts about the need to use;
3) there are doubts about the possibility of application;
4) there is interest;
5) there is confidence in its effectiveness and the need to use it in practice;
6) find it difficult to answer;
7) your answer.

The leader's knowledge of his team, his strengths and weaknesses has always been highly valued. And although, guided by regulatory documents, the head determines the functional responsibilities of each teacher, in life he relies on the personal, business, leading (leadership) or driven (performing) qualities of a person.

Here are a few positions on which the leader can evaluate the teacher:

1. Degree of responsible attitude to business.
2. The motive of pedagogical activity: vocation - diligence - chance.
3. Priorities in the organization of work: the search for a new one is a set of well-known techniques.
4. Attitude of children: love - respect - fear.
5. Attitude of parents: respect - rejection - "none".
6. The attitude of the team: the desire for a leader - even - alienation.
7. Outlook.
8. Good manners: tact - low culture - conflict.
9. Position at teachers' councils, meetings: active - participates - keeps silent.
10. Degree of professional openness: willingly shares experience (often conducts open lessons) - after persuasion - sometimes.
11. Moral rules: adherence to principles - non-interference - game of "truth".
12. Sense of humor.
13. Sociability: openness - restraint - "all in itself."

This assessment system is open, i.e. it may be supplemented or reduced. The first three positions are of fundamental importance for the organization of innovative activities in a team.

In turn, requirements are imposed on the head of the kindergarten planning innovative activities. He must:

1) be able to distinguish realistically feasible goals from false, unattainable ones;
2) be ready to offer his subordinates a clear program or plan of action based on interesting ideas;
3) to know firmly what the program wants to achieve, clearly formulate what results its implementation will lead to;
4) be able to convey their ideas to colleagues in such a way that they not only understand, but also accept them, want to implement them;
5) have a group of like-minded people in the team;
6) think in terms of success.

But the most important thing is the leader's ability to highlight the problems that are relevant to his institution, to see the difference between what is desired and what is real. To do this, you need to clearly formulate answers to the following questions:

What do we have, what results have we achieved;
- what does not satisfy us in the work;
- what we want to change in accordance with the new requirements and what results we want to get.

4. How to achieve a positive result

In the organization of innovative activity, the sequence of actions and gradualness in solving problems are important. Do not rush and force things. The head - the strategist of the development of his institution, creates a whole range of conditions for obtaining positive results.

The first is the motivational conditions for entering the innovative activity of the team, the program of gradual involvement of the teaching staff in the adoption and subsequent development of a new type of activity.

To prepare the team for innovative activity means to form high communicative competence. Such competence consists of the ability to adequately convey information, assess its realism, the ability to establish a constructive dialogue with colleagues while sincerely respecting their personal characteristics.

The teaching staff is always heterogeneous. Its study and analysis help the manager to properly organize innovative activities, taking into account the assessment of the level of readiness of team members to perceive innovations.

Based on the results of the research, five groups of teachers with different attitudes to activities can be distinguished*:

Group 1 - teachers, who are characterized by the desire for creative growth, activity in innovative activities. Most often these are teachers with teaching experience from 2 to 10 years, as well as after 15 years;

Group 2 - teachers, who are characterized by both the desire to achieve success in their professional activities, and the orientation towards self-development;

Group 3 - teachers who are focused on external evaluations of their activities are very sensitive to material incentives, which allows managers, even with a limited number of organizational, including financial, resources, to effectively influence their work. Usually these are teachers with less than 5 years of work experience and with experience from 10 to 20 years;

The 4th group - just like the teachers of the previous group, they are guided by external assessments of their work, but at the same time, the needs for safety are more relevant for them, they tend to avoid disciplinary sanctions and criticism. Most often, this type of teacher has over 20 years of experience;

Group 5 - teachers who have a negative attitude towards organizational changes and innovations in pedagogical activity, pay increased attention to working conditions. More often these are teachers who have more than 20 years of experience and even retired, but continue to work.

To understand a person's reaction to innovation, it is necessary to take into account that some people easily and quickly accept changes, while others are adherents of stereotypical behavior. The leader must take into account the presence of these groups in any team.

There are two main types of reactions to innovations. The first type is represented by people who easily recognize the benefits of introducing a new one, who are not satisfied with the position they occupy in kindergarten, with their status. The second type is more often characterized by passive acceptance of innovations, has "hard" stereotypes of behavior, in most cases adheres to the opinion of the entire team.

What conditions influence the attitude of teachers to innovations?

A positive attitude is possible with:

Dissatisfaction with the results of the educational process;
- needs for creativity (Appendix 1), awareness of ongoing changes in society;
- a positive assessment of the creative capabilities of colleagues;
- the coincidence of one's own views with the goals of innovation, the presence of one's own ideas applicable in the innovation process;
- a high level of awareness of the achievements of pedagogical science;
- democratic style of relations in the team;
- practical experience of innovative activity.

Indifference to innovation is determined by:

Lack of significant motives for innovation;
- lack of interest in innovation;
- a negative assessment of the creative capabilities of colleagues;
- Tensions in the team.

The negative attitude towards innovation is explained by:

Disagreement of the views of the teacher with the essence of the planned transformations;
- the absence of other motives for innovation, except for considerations of prestige, material interest, etc.;
- authoritarian style of leadership of the teaching staff.

It is important for a leader who organizes innovative activities to be able to assess the innovative potential of the teaching staff, which is characterized by three indicators.

1. The receptivity of teachers to the new is the need for continuous professional growth. Receptive to innovation teacher:

Based on these five characteristics, with the help of simple testing, you can evaluate your teachers using a five-point rating scale:

5 points - susceptibility is very pronounced;

4 points - expressed;

3 points - manifests itself, but not always;

2 points - weakly manifested;

1 point - does not appear.

The susceptibility coefficient K is determined by the formula:

where K is a fact. - the number of points actually received;

K max. - the maximum possible number of points.

2. Readiness for the development of innovations includes: awareness of innovations, the need to update the pedagogical process, knowledge and skills for successful professional and research activities.

The readiness of teachers can be assessed through observation, questioning, conversations, in which the personality of the teacher can be revealed**.

3. The degree of innovation of teachers in the team. K. Angelovski*** distinguishes five groups of teachers according to the degree of their innovation. Using the characteristics, the head of the kindergarten can identify which groups the teachers belong to and what is the percentage of teachers in each group (Table 1).

1. A group of innovators. Teachers with a pronounced innovative spirit, who are always the first to perceive the new, get to know it and believe that the new is good just because it is new. These teachers have the ability to solve non-standard problems, they not only perceive innovations, master them, but also actively create and develop pedagogical innovations themselves.

2. The group of leaders are those who are the first to carry out practical, experimental verification of this or that innovation in their team. They are the first to pick up the innovations that have appeared in the district.

3. Group "Golden mean" ("moderate"). The development of innovations is carried out moderately, they are not in a hurry, but at the same time they do not want to be among the latter. They are included in innovative activities when the new will be perceived by the majority of colleagues.

5. Group "Last". It includes educators who are strongly associated with traditions; with old, conservative thinking and attitude to activity.

The team entering the innovation process, as a rule, goes through several stages of its development: timidity - hysteria - stabilization - cooperation - a mature team. The last two are the stages of high awareness of the need for innovation by the team.

According to sample statistics, the members of the PEI team in relation to innovation are divided as follows (in percent): the first group - leaders - 1-3; the second - positivists - 50; the third - neutrals - 30; fourth - negativists - 10-20.

People who are poorly motivated to master and implement innovation can resist it in various forms. In this regard, the task of the leader is to form in the team a sense of dissatisfaction with the achieved result, a positive public opinion about innovations, and thus transfer people from the third and fourth groups to the zone of increased innovative motivation.

5. The mechanism for stimulating innovation and the organizational readiness of the team for innovation

Preparing the team for innovation, the leader talks with each employee, introduces the goals and objectives of innovation, explains the benefits that innovation gives to a kindergarten, a specific member of the teaching staff.

At the same time, all-round support for innovators, if they are in the team, their activities in a preschool institution is important.

But the main thing is the training of educators through various forms:

1) holding seminars for employees, sending them to advanced training courses;
2) organization of "round tables" with the invitation of well-known scientists, specialists, managers;
3) organization of work of methodical associations or creative groups;
4) workshops;
5) independent work of individual teachers in the study of literature on the topic.

Teachers must believe that the achievement of the goals set for them will lead to a significant result for them, reward (material, moral); that they can complete the task with reasonable effort.

The system of methodological measures in the team should be subordinated to the main goal - to stimulate teachers, their theoretical preparation for innovative activities.

Innovative and experimental work always brings its own changes to the development of the teacher, leader and the whole team, as it helps to increase the level of motivation.

We have already emphasized that innovation activity is a specific pedagogical activity, which is characterized by eight main actions:

A preliminary decision that arises in the process of analyzing the situation and the state of the educational system, and determining the subject of transformation (what is being transformed and on the basis of what scientific information);
- making a decision on the organization of the innovation process;
- development of a new model of the educational system (carried out on the basis of individual and group pedagogical design);
- determination of indicators of the quality of the innovation process and its effectiveness;
- development of a transformation program;
- implementation of the transformation program;
- determination of the quality of the results of the innovation process (at the end of the adaptation period);
- assessment of the effectiveness of the innovation process (the quality of the results, the cost of time, finances for their receipt are determined).

The success and effectiveness of innovative work, its impact on the development of a preschool educational institution depend on the relevance of the work, the interest and professional competence of the participants, the system of methodological and organizational measures.

It is also important what conditions the leader creates for organizing and conducting innovative activities in the teaching staff. The main conditions for the effectiveness of innovation activity:

1) consistency in methodical work with teaching staff on the development of their professional skills and abilities in pedagogical activity;

2) the teacher has a personal development plan that mobilizes his potential abilities;

4) creating a creative atmosphere and combining the efforts of the entire teaching staff to build an educational space where everyone feels their importance (Appendix 3);

6) holding open discussions on the problem of innovation, where everyone expresses their own point of view, but the decision is made collectively.

After the content of innovation activity is determined, it is necessary to single out the figure of the innovator.

innovator is an innovator. Its task is to ensure the interaction of all participants in the innovation process. Experience suggests that:

the innovation process is more efficient if its organizer is a member of the pedagogical team that implements the innovation;

the organizer of innovations can be any member of the teaching staff, not necessarily a representative of the administration;

an innovator should be a teacher who enjoys authority in the team, has the appropriate experience and the necessary work skills (including the ability to identify the organization's pain points, model the expected results of work, develop appropriate programs, and analyze the results of transformative activities).

6. How to plan work

Any innovation process is probabilistic in nature, and not all of its consequences can be predicted. To get away from many mistakes and omissions even at the project or model level, drawing up an analytical justification and an innovative program will help.

The goals and objectives of innovation are built on the basis of a thorough analysis of the current situation in the kindergarten, on the one hand, and from forecasts of its development, on the other.

The selected goals and objectives must be agreed upon and approved by the majority of the team, realistic, adapted to new conditions, increase the level of motivation and stimulation, and provide control. When managing innovative processes in a preschool educational institution, taking into account the forecast of the final results, the main part of these actions is discussed collectively. The largest innovation activities are developed by the group method.

I would like to suggest to practitioners a more flexible form of collective discussion. For example, you can write phrases on the board (see below) and invite everyone in turn to continue one of them. At the same time, the senior teacher under each of the phrases briefly writes down the statements of the teachers. Practice has shown that in such a discussion empty talk is excluded, and clarity helps to sum up at the end, draw conclusions about which of the phrases was popular, etc. The phrase “I have a question...” suggests that all written questions at the end of such a peer discussion must be answered by someone. Usually this is the organizer of research activities - a leader or a senior educator. These are the phrases (Table 2).

To plan the work of the team, you can use the following table (Table 3).

In the section "Forms of organization" it is planned:

a) work with personnel (conference, teachers' council, production meeting, etc.);
b) the work of creative groups;
c) work on self-education;
d) work with parents;
e) control, analysis and regulation.

At the same time, the head of the preschool educational institution also plans his work (Table 4).

Table 4. The procedure for the head of the preschool educational institution to introduce innovations

Questions

1. What is "innovation activity" and "innovation process"?

2. List the main reasons why preschool educational institutions innovate.

3. Give a brief description of one of the modern and most commonly used pedagogical technologies - "pedagogy of cooperation".

4. Formulate the basic requirements for the teaching staff and the head of the preschool educational institution planning the organization of innovative activities.

* Used materials from the book Shamov T.I., Tyulyu G.M., Litvinenko E.V. Evaluation of management activities by the head of the school. Vologda, 1995.

** Angelovski K. Teachers and innovations. M., 1991. S. 49-50.

*** Used materials from the book: Zubov N. How to manage teachers. M., 2002.

Prepared by: Senior educator - Karasaeva L.V.

MBDOU Kindergarten No. 11, Ardon

Is there a need for innovation today?

The national educational initiative "Our New School" provides for the introduction of new educational standards, which requires preschool teachers to improve the quality of preschool education. Quality preschool education is considered today as a significant reserve for improving the quality and accessibility of subsequent stages of education.

Without the introduction of new ideas and technologies in the work of each preschool educational institution, it is impossible to reform the entire system of preschool education. The development of educational systems occurs due to the fact that innovations are created, distributed and mastered.

Therefore, at present, the sphere of innovation activity includes not individual preschool institutions and innovative teachers, but almost every preschool institution; preschool teachers are involved in innovative processes related to updating the content of preschool education. Innovation determine new methods, forms, means, technologies used in pedagogical practice, focused on the personality of the child, on the development of his abilities. Pedagogical innovations can either change the processes of education and training, or improve.

Innovative transformations are becoming systemic. New types, types and profiles of preschool institutions, new educational programs have been created to ensure the variability of the educational process, focused on the individuality of the child and the needs of his family.

The need for innovation arises when there is a need to solve some problem, when a contradiction is created between the desire and the real result.

The source of innovation is the problem. Solving a problem means changing the system, bringing it into line with the desired. If the changes are of a qualitative nature, then as a result of solving the problem, the system develops.

Degree relevance innovation is determined by the significance of the practical problem, the solution of which can contribute to its use.

The general goal of innovation activity is to improve the ability of the pedagogical system of an educational institution to achieve qualitatively higher educational results.

V.S. Lazarev (Academician of the Russian Academy of Education, Doctor of Psychology, Director of the Institute of Innovative Activities
in RAO education)

Innovative educational activity is an activity due to which the development of the educational process takes place.

The Philosophical Encyclopedic Dictionary defines development as changes directed, natural and necessary.

Consequently, changes in a developing preschool institution do not occur chaotically, but are predicted by the head on the basis of patterns and are aimed at achieving specific goals. The manager needs to know how to implement, master and maintain innovations.

2. What is innovation?

Innovative activity is a special kind of pedagogical activity.

Let us give some definitions of this concept.

The Modern Dictionary of Foreign Words (1993) treats innovation as innovation.

Innovation (innovation)- a complex process of creation, distribution, implementation and use of a new practical tool, method, concept, etc. - innovations to meet human needs. (Polonsky V.M. Scientific and pedagogical information: Dictionary-reference book. M., 1995.)

Innovation is a purposeful change that introduces new stable elements (innovations) into the implementation environment that cause the system to transition from one state to another. (Management of school development. M., 1995.)

Innovation is precisely a means (a new method, methodology, technology, curriculum, etc.), and innovation is the process of mastering this means.

In general, the innovation process is understood as a complex activity for the creation (birth, development), development, use and dissemination of innovations. (Management of school development. M., 1995.)

Each innovation in its movement goes through certain stages. In innovation, they are called the innovation life cycle. Innovation once arises, is used, and after some time is replaced by other, more advanced products of creativity.

Participants in the innovation process should always remember that the new:

achieves recognition, makes his way with great difficulty;

is of a concrete historical nature and may be progressive for a certain period of time, but become obsolete at a later stage, even become a brake on development.

The new can come in different forms:

fundamentally unknown innovation (absolute novelty);

conditional (relative) novelty (it should be noted that novelty is always relative both in personal and temporal terms);

"original" (not better, but different), formal name change, flirting with science;

inventive little things.

Types of innovations are also grouped according to the following grounds.

1. By influence on the educational process:

In the forms, methods of the educational process;

In the management of DOW.

2. By scale (volume) of transformations:

Private, single, unrelated;

Modular (a complex of private, interconnected);

Systemic (related to the entire preschool institution).

3. By innovative potential:

Improvement, rationalization, modification of what has an analogue or prototype (modification innovations);

A new constructive combination of elements of existing techniques that have not been previously used in a new combination (combinatorial innovations);

Radical innovation.

4. In relation to the previous:

The innovation is introduced instead of a specific, obsolete means (replacing innovation);

Termination of the use of the form of work, cancellation of the program, technology (cancelling innovation);

Mastering a new type of service, a new program, technology (opening innovation);

Retrointroduction - the development of a new one at the moment, for the kindergarten team, but once already used in the system of preschool education and upbringing.

Existvarious reasons for innovation.

The main ones, in our opinion, are the following:

1. The need to actively search for ways to solve the problems existing in preschool education.

2. The desire of teaching staff to improve the quality of services provided to the population, to make them more diverse and thereby preserve their kindergartens.

3. Imitation of other preschool institutions, teachers' intuition that innovations will improve the performance of the entire team.

4. The constant dissatisfaction of individual teachers with the results achieved, the firm intention to improve them. The need for involvement in a large, significant cause.

5. The desire of recent graduates of pedagogical universities, students of advanced training courses to implement the acquired knowledge.

6. Increasing demands of certain groups of parents.

7. Competition between kindergartens.

Whatever the reason for innovation in a preschool educational institution, its results should not remain within the walls of a particular institution. In this regard, the support of the preschool educational institution from the administration of the preschool educational institution, the district, region, and the Ministry of Education of the Russian Federation is of great importance.

Options for the presentation of innovative activities of the DOE:

Meetings, teachers' councils, creative reports in preschool educational institutions;
Presentation of work experience at district, regional seminars, conferences, readings, methodical associations;
Publications in print and electronic media, etc.

Innovations in management activities:
program-targeted pedagogical management;
creation of a unified management program;
broad delegation of authority and expansion of the degree of participation of employees in the management of the development of the institution;
development of the Concept for the development of preschool educational institutions, development programs, educational programs;
changing the algorithm for conducting internal control over the quality of education, introducing its new forms, delegating control functions.
Innovations in the content of education:
adaptation and implementation of new programs;
development of individual education programs;
organization of additional educational services.
Technology innovation:
adaptation, development and use of health-saving, health-forming technologies;
the use of problem-based and developmental learning technology, information technology, the research method, socio-game approaches in working with children, parents and teachers.
HR innovations:
creation of a system of continuous education of teachers;
development of a program for the formation of human resources;
individual programs for the creative development of teachers;
individualization of forms and methods of methodical work depending on the level of professional skills of teachers;
the use of master classes, pedagogical rings, internship sites, pedagogical projects;
self-fulfilling forms of advanced training - creative competitions and laboratories, publication of work experience, creation of a bank of innovative ideas, etc.;
active teaching methods.
Innovations in working with children:
organization of various forms of children's activities, hobby classes in circles and studios;
providing an individual-personal, differentiated approach;
development of an individual development route and compilation of a portfolio of achievements in working with gifted children;
organization of the simplest experimentation and modeling of situations.
Innovations in working with parents:
application of interactive methods;
the use of informal ways of interacting with parents, involving them in the life of the children's community through clubs, family holidays, etc.;
organization of a press service for the publication of a newspaper for parents.
Innovations in the subject-developing environment:
Enrichment of the macroenvironment of preschool educational institutions and the microenvironment of groups, taking into account author's developments;
Building a developing space for preschool educational institutions on the principle of integration and modeling;
Transformation of the subject-spatial environment based on the gender principle, reflecting the interests of girls and boys;
Development of alternative forms of preschool education:
Organization of work of the weekend group;
Development of a pre-school training program for unorganized children in a weekend group on the basis of preschool educational institutions, etc.;

Portal for the student. Self-training

Features of purchases carried out by a budgetary institution

Information support of the contract system of public procurement in kindergarten

Justification of public procurement in kindergartens

Justification of the initial (maximum) contract price in the field of public procurement in kindergartens

Establishment of a Commission for Public Procurement in Kindergarten

Regulations

K.Yu. WHITE

Preschool Educational Institution - Results Based Management

Lecture No. 8 Management of Pedagogical Innovations in Preschool Education

Plan

Literature

1. Why there is a need for innovation

2. What is innovation

3. Organization of innovative activities in preschool educational institutions

4. How to achieve a positive result

5. The mechanism for stimulating innovation and the organizational readiness of the team for innovation

6. How to plan work

Table 4. The procedure for the head of the preschool educational institution to introduce innovations

Questions

RELATED ARTICLES

Lecture No. 8
Management of Pedagogical Innovations in Preschool Education